Good Schools For All by Voice of San DiegoThu, 19 Jul 2018 22:48:09 +0000Thu, 09 Aug 2018 22:53:01 +0000Libsyn WebEngine 2.0http://www.voiceofsandiego.org/category/audio/
enhttp://www.voiceofsandiego.org/category/audio/http://static.libsyn.com/p/assets/0/5/a/2/05a2ad578a25f52e/good-schools-for-all_A1.jpgGood Schools For All by Voice of San DiegoVoice of San Diego | Hosts: Scott Lewis and Laura Kohnbreaking,education,homeschool,local,localnews,news,newspaper,nonprofit,politics,privateschool,publicschool,school,schooling,schoolingsystem,schools,student,teacher,teachingcleanepisodicDistricts Struggle to Stay Afloat Despite Increased State FundingThu, 19 Jul 2018 22:48:09 +0000At first glance, California schools seem to be doing well.

The state plans to steadily increase education funding through 2022, giving school districts with higher numbers of low-income students, English-learners, foster youth and homeless children more money and control over how to spend it.

But despite the cushion of financial support, school districts across the state, including San Diego Unified, are preparing to make big budget cuts to stay afloat.

Jason Willis and Kelsey Krausen, education researchers at WestEd, say the rising cost of pensions, declining enrollment and increased special education costs are some of the reasons why school districts are being forced to cut back. They joined the Good Schools for All podcast to discuss their recent study.

“While the state of California has made significant strides over the last four or five years to make investments in K-12 education … it's making it more and more difficult for school districts to continue to stay focused on investments that will enhance the education of kids,” Willis said.

In the first part of the podcast, hosts Laura Kohn and Scott Lewis go over San Diego Unified's pitch for a new $3.5 billion bond. If approved, the measure will be the school district's third multi-billion bond in 10 years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>At first glance, California schools seem to be doing well.

The state plans to steadily increase education funding through 2022, giving school districts with higher numbers of low-income students, English-learners, foster youth and homeless children more money and control over how to spend it.

But despite the cushion of financial support, school districts across the state, including San Diego Unified, are preparing to make big budget cuts to stay afloat.

Jason Willis and Kelsey Krausen, education researchers at WestEd, say the rising cost of pensions, declining enrollment and increased special education costs are some of the reasons why school districts are being forced to cut back. They joined the Good Schools for All podcast to discuss their recent study.

“While the state of California has made significant strides over the last four or five years to make investments in K-12 education … it's making it more and more difficult for school districts to continue to stay focused on investments that will enhance the education of kids,” Willis said.

In the first part of the podcast, hosts Laura Kohn and Scott Lewis go over San Diego Unified's pitch for a new $3.5 billion bond. If approved, the measure will be the school district's third multi-billion bond in 10 years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>46:19nofullThe After-School Care GapThu, 21 Jun 2018 21:24:40 +0000After-school programs are crucial for many families. From the time school gets out around 2 or 3 p.m. to the time most parents get off work at 5 or 6 p.m., after-school program providers offer kids expanded academics and enrichment activities like arts or physical education.

But while the need is clear, many state and federally funded after-school programs are struggling to survive. Almost all of the quality after-hours programs in the county are have long waitlists, and not every family can access them.

On the latest Good Schools for All podcast, Scott Lewis and Laura Kohn talk with Brad Lupien, CEO of after-school program provider arc, and the San Diego County Office of Education's Daymon Beach about the importance of such programs and the issues impacting them.

What’s Working

Proposition 49: Prop. 49 is a California law passed in 2002 that set aside funding for after-school programs. While many of the programs need more funding, the state was still rated No. 1 in the country for its after-school offerings by the Afterschool Alliance.

Number of the Week

8.8 percent: That's the state’s increase, from $7.50 to $8.16, in the daily reimbursement rate for each student in after-school programs. If the number kept up with inflation, it should be $9.32.

]]>After-school programs are crucial for many families. From the time school gets out around 2 or 3 p.m. to the time most parents get off work at 5 or 6 p.m., after-school program providers offer kids expanded academics and enrichment activities like arts or physical education.

But while the need is clear, many state and federally funded after-school programs are struggling to survive. Almost all of the quality after-hours programs in the county are have long waitlists, and not every family can access them.

On the latest Good Schools for All podcast, Scott Lewis and Laura Kohn talk with Brad Lupien, CEO of after-school program provider arc, and the San Diego County Office of Education's Daymon Beach about the importance of such programs and the issues impacting them.

Proposition 49: Prop. 49 is a California law passed in 2002 that set aside funding for after-school programs. While many of the programs need more funding, the state was still rated No. 1 in the country for its after-school offerings by the Afterschool Alliance.

Number of the Week

8.8 percent: That's the state’s increase, from $7.50 to $8.16, in the daily reimbursement rate for each student in after-school programs. If the number kept up with inflation, it should be $9.32.

]]>23:17nofullGood Schools for All: Serving San Diego’s Most Vulnerable YouthFri, 25 May 2018 22:57:45 +0000The San Diego County Office of Education has its hands in lots of things. But one of its biggest tasks is making sure the regions's most vulnerable students don't slip through the cracks.

On the latest podcast, hosts Scott Lewis and Laura Kohn talk to Paul Gothold, the new superintendent of the San Diego County Office of Education, about efforts to get underserved students the tools they need to succeed.

Number of the Week

What's Working

Superintendent Paul Gothold: He's only held his post for a year and has already started to repair broken trust between the county office and school districts across San Diego.

]]>The San Diego County Office of Education has its hands in lots of things. But one of its biggest tasks is making sure the regions's most vulnerable students don't slip through the cracks.

On the latest podcast, hosts Scott Lewis and Laura Kohn talk to Paul Gothold, the new superintendent of the San Diego County Office of Education, about efforts to get underserved students the tools they need to succeed.

But Karly Van Holten saw something she liked about Lincoln. Despite having other high school options, she told her mom she wanted to stay in her neighborhood and go to Lincoln.

"Everything about Lincoln screams community," she said. "I learned how to be in a community and how to be one with others rather than just being a high school student."

The Lincoln High senior has excelled at the school. She's been accepted to more than 30 colleges.

Van Holten joins Scott Lewis and Laura Kohn to talk about her experience at Lincoln High and how it shaped her for success.

Also on the podcast, Gina Gianzero, executive of Diamond Educational Excellence Partnership, joins Lewis and Kohn to talk about how the nonprofit is helping kids in southeastern San Diego stay in the educational pipeline.

"We emerged with a common understanding of the problem," she said. "Which we say are leaks in this pipeline that runs from cradle to college to career. And we focus on stopping those early leaks."

That’s why every summer, DEEP gives students from southeastern San Diego the opportunity to continue their education outside of school by offering literacy support, field trips, arts activities and more.

“The research shows that all these kinds of enrichment activities are pretty critical to making this an experience for these children that will ultimately empower them,” Gianzero said.

But Karly Van Holten saw something she liked about Lincoln. Despite having other high school options, she told her mom she wanted to stay in her neighborhood and go to Lincoln.

"Everything about Lincoln screams community," she said. "I learned how to be in a community and how to be one with others rather than just being a high school student."

The Lincoln High senior has excelled at the school. She's been accepted to more than 30 colleges.

Van Holten joins Scott Lewis and Laura Kohn to talk about her experience at Lincoln High and how it shaped her for success.

Also on the podcast, Gina Gianzero, executive of Diamond Educational Excellence Partnership, joins Lewis and Kohn to talk about how the nonprofit is helping kids in southeastern San Diego stay in the educational pipeline.

"We emerged with a common understanding of the problem," she said. "Which we say are leaks in this pipeline that runs from cradle to college to career. And we focus on stopping those early leaks."

That’s why every summer, DEEP gives students from southeastern San Diego the opportunity to continue their education outside of school by offering literacy support, field trips, arts activities and more.

“The research shows that all these kinds of enrichment activities are pretty critical to making this an experience for these children that will ultimately empower them,” Gianzero said.

]]>53:42nofull'I Found a Way to Keep Reporting'Fri, 27 Apr 2018 20:22:03 +0000Voice of San Diego education reporter Mario Koran is leaving his post.

His reporting on San Diego schools over the past five years has pulled back the curtain on several policies and practices that affect local families.

Koran sits down with hosts Scott Lewis and Laura Kohn to look back at some of his most impactful work and the hurdles he had to overcome to report those stories.

Koran said one of the biggest challenges education reporters face is access to students and faculty. Having a good idea of what happens inside classrooms isn’t just essential to knowing how a community can improve their schools, but it keeps those in power accountable.

When local school districts start denying reporters access, transparency fades.

After Koran unveiled a series of scandals involving former board trustee Marne Foster, the San Diego Unified School District began shutting out Koran, making it difficult for him to get the information he needed.

“That was the moment where I had to sort of chart my own course,” he said. “I think that took me some time to try to navigate that, but eventually I think I found a way to keep reporting, to keep doing my job."

Koran sits down with hosts Scott Lewis and Laura Kohn to look back at some of his most impactful work and the hurdles he had to overcome to report those stories.

Koran said one of the biggest challenges education reporters face is access to students and faculty. Having a good idea of what happens inside classrooms isn’t just essential to knowing how a community can improve their schools, but it keeps those in power accountable.

When local school districts start denying reporters access, transparency fades.

After Koran unveiled a series of scandals involving former board trustee Marne Foster, the San Diego Unified School District began shutting out Koran, making it difficult for him to get the information he needed.

“That was the moment where I had to sort of chart my own course,” he said. “I think that took me some time to try to navigate that, but eventually I think I found a way to keep reporting, to keep doing my job."

Many kids have difficulties navigating the transition from high school to the "real world." Lots get stuck in limbo.

There's a snappy new term for these 16-to-24-year-olds who don’t attend school or have a job — "opportunity youth." On April 12, the San Diego Workforce Partnership is hosting a summit to talk about why there's an estimated 41,000 young people in San Diego county who aren't in school or working. The hope is to come up with solutions about how to make a dent in that number.

On this week’s Good Schools for All podcast, Scott Lewis and Laura Kohn, who works for the Workforce Partnership, talk with Jahir Castelo and Ana Lomeli, two members of the Workforce Partnership's Opportunity Youth Leadership Council.

Castelo and Lomeli discuss their personal struggles transitioning into independent adults. Both are DACA recipients, or Dreamers, who were brought to the United States illegally by their parents, a status they said adds an extra layer of distrust and instability to their transitions.

"Walking around and going to school was a bit of a challenge because you're so used to hearing that people got picked up from Border Patrol and taken back," Castelo said.

Castelo wants to go to college and get a job, but he said he is still trying to find a stable place to live and he's building his interview and resume skills. He said even when he's offered an opportunity, sometimes he has a hard time believing it's real, or that he deserves it.

Lomeli is working and going to school, but she said it took a lot of support from her high school teachers and others to get to where she is now. She said she, too, often had a hard time taking advantage of opportunities because she felt they either weren't real, or weren't meant for her.

"When you come from a place where you haven't been given a lot, sometimes things sound way too good to be true," Lomeli said.

Castelo and Lomeli are still working on building their own lives, but both said they want to get to a place where they can help kids like themselves find better lives.

"As I start getting enough money, I want to be able to open up my doors to ... opportunity youth and open a bookstore, a tattoo parlor and a barber shop and offer that opportunity to teach them skills, Castelo said. "Give them a little bit more hope."

What’s Working

Cuyamaca Community College: The school's rate of student success in college-level math shot up to 68 percent after it decided to slash its placement exams. Cuyamaca now uses a student's high school records to decide whether they're ready for college-level math classes.

Number of the Week

41,000: That's the number of opportunity youth in San Diego who don’t attend school or have a job. That's 9.4 percent of all 16-to-24-year-olds in the region.

]]>Adulting can be hard.

Many kids have difficulties navigating the transition from high school to the "real world." Lots get stuck in limbo.

There's a snappy new term for these 16-to-24-year-olds who don’t attend school or have a job — "opportunity youth." On April 12, the San Diego Workforce Partnership is hosting a summit to talk about why there's an estimated 41,000 young people in San Diego county who aren't in school or working. The hope is to come up with solutions about how to make a dent in that number.

On this week’s Good Schools for All podcast, Scott Lewis and Laura Kohn, who works for the Workforce Partnership, talk with Jahir Castelo and Ana Lomeli, two members of the Workforce Partnership's Opportunity Youth Leadership Council.

Castelo and Lomeli discuss their personal struggles transitioning into independent adults. Both are DACA recipients, or Dreamers, who were brought to the United States illegally by their parents, a status they said adds an extra layer of distrust and instability to their transitions.

"Walking around and going to school was a bit of a challenge because you're so used to hearing that people got picked up from Border Patrol and taken back," Castelo said.

Castelo wants to go to college and get a job, but he said he is still trying to find a stable place to live and he's building his interview and resume skills. He said even when he's offered an opportunity, sometimes he has a hard time believing it's real, or that he deserves it.

Lomeli is working and going to school, but she said it took a lot of support from her high school teachers and others to get to where she is now. She said she, too, often had a hard time taking advantage of opportunities because she felt they either weren't real, or weren't meant for her.

"When you come from a place where you haven't been given a lot, sometimes things sound way too good to be true," Lomeli said.

Castelo and Lomeli are still working on building their own lives, but both said they want to get to a place where they can help kids like themselves find better lives.

"As I start getting enough money, I want to be able to open up my doors to ... opportunity youth and open a bookstore, a tattoo parlor and a barber shop and offer that opportunity to teach them skills, Castelo said. "Give them a little bit more hope."

What’s Working

Cuyamaca Community College: The school's rate of student success in college-level math shot up to 68 percent after it decided to slash its placement exams. Cuyamaca now uses a student's high school records to decide whether they're ready for college-level math classes.

Number of the Week

41,000: That's the number of opportunity youth in San Diego who don’t attend school or have a job. That's 9.4 percent of all 16-to-24-year-olds in the region.

Now, more than 1,000 Sweetwater students are enrolled in computer science courses.

Lopez's work, though, is far from done. He said he's continuously working to get more girls interested in tech, and he'd eventually like to see computer science education offered to kids starting in kindergarten. Currently, he's a member of the Computer Science Standards Advisory Committee, a group appointed by the State Board of Education that's working to get all California schools on the same page when it comes to computer science mandates.

"I think that computing and computer science is just as important for kids to learn as it is for them to learn how to read, write and do math," he said. "They're going to use these devices all the time."

What’s Working

TechHire: In collaboration with the city, the San Diego Workforce Partnership is leading TechHire San Diego, a program that pairs people who are underrepresented in the tech field with local tech jobs. Employers in the region can get a paid intern at no cost to them.

Now, more than 1,000 Sweetwater students are enrolled in computer science courses.

Lopez's work, though, is far from done. He said he's continuously working to get more girls interested in tech, and he'd eventually like to see computer science education offered to kids starting in kindergarten. Currently, he's a member of the Computer Science Standards Advisory Committee, a group appointed by the State Board of Education that's working to get all California schools on the same page when it comes to computer science mandates.

"I think that computing and computer science is just as important for kids to learn as it is for them to learn how to read, write and do math," he said. "They're going to use these devices all the time."

What’s Working

TechHire: In collaboration with the city, the San Diego Workforce Partnership is leading TechHire San Diego, a program that pairs people who are underrepresented in the tech field with local tech jobs. Employers in the region can get a paid intern at no cost to them.

]]>30:34noscience,education,computerfullA Parent’s Guide to Public SchoolsFri, 23 Feb 2018 00:58:26 +0000Finding the right school for your kids just got a little easier. Voice of San Diego has launched an inaugural issue of A Parent’s Guide to Public Schools.

On the podcast, hosts Scott Lewis and Laura Kohn talk about the guide and arm parents with the information they need to find a good school.

Last year, we released a map of San Diego County schools with crucial data about each. Our print guide features an easy-to-read version of that map and builds on the data by including explainers about topics like charter schools and transitional kindergarten, a roundup of the region's most innovative schools, a list of the key questions to ask when looking at schools and more.

On the podcast, hosts Scott Lewis and Laura Kohn talk about the guide and arm parents with the information they need to find a good school.

Last year, we released a map of San Diego County schools with crucial data about each. Our print guide features an easy-to-read version of that map and builds on the data by including explainers about topics like charter schools and transitional kindergarten, a roundup of the region's most innovative schools, a list of the key questions to ask when looking at schools and more.

]]>34:08nofullPoway Unified's New LeaderFri, 02 Feb 2018 01:06:56 +0000The Poway Unified School District is one of the highest regarded school districts in the state. Its schools are good and its students are high-performing.

That financial scandal shook the school and resulted in lots of negative attention from the media and the families inside the district. California lawmakers changed laws preventing other districts to do what Poway did, and the San Diego County Grand Jury scrutinized the deal.

But former Poway Unified superintendent John Collins downplayed the whole issue and kept his job. But in 2016, he was fired amid another financial scandal. This time, Collins was charged with five felony charges for allegedly misusing public money, vacation, sick and leave time − charges he denies.

As that case plays out in the courts, Poway Unified has moved on, naming Marian Kim-Phelps as its new superintendent. She's the district's first women and the first person of color to serve in that role.

On the podcast, hosts Scott Lewis and Laura Kohn talk to Kim-Phelps about her leadership style. She said transparency is extremely important to her and that being open moving forward is the only way to leave the past turmoil behind.

“I believe that I am a transparent leader,” she said. “People forget, we’re public education. Nothing's private. Nothing's a secret.”

Kim-Phelps also talks about how she wants to find funding to expand the district's multi-language programs, she discusses the innovation relationship between the Poway teachers' union and the school leadership, the district's innovative Design 39 school, the big change in school board elections and more.

What's Working

Dual-language programs in Chula Vista: An education think tank recently released a report report showing how, despite legislation that made bilingual education difficult to implement, the Chula Vista Elementary School District has successfully built 21 Spanish-English dual-language immersion programs that now reach over 4,000 students.

Number of the Week

95 percent: A new report shows that 95 percent of Latino youth in California were born in the United States. Latino students continue to face barriers in our country's education system that make it harder for them to succeed. These are American children, and the educational system needs to get better at educating them.

]]>The Poway Unified School District is one of the highest regarded school districts in the state. Its schools are good and its students are high-performing.

That financial scandal shook the school and resulted in lots of negative attention from the media and the families inside the district. California lawmakers changed laws preventing other districts to do what Poway did, and the San Diego County Grand Jury scrutinized the deal.

But former Poway Unified superintendent John Collins downplayed the whole issue and kept his job. But in 2016, he was fired amid another financial scandal. This time, Collins was charged with five felony charges for allegedly misusing public money, vacation, sick and leave time − charges he denies.

As that case plays out in the courts, Poway Unified has moved on, naming Marian Kim-Phelps as its new superintendent. She's the district's first women and the first person of color to serve in that role.

On the podcast, hosts Scott Lewis and Laura Kohn talk to Kim-Phelps about her leadership style. She said transparency is extremely important to her and that being open moving forward is the only way to leave the past turmoil behind.

“I believe that I am a transparent leader,” she said. “People forget, we’re public education. Nothing's private. Nothing's a secret.”

Kim-Phelps also talks about how she wants to find funding to expand the district's multi-language programs, she discusses the innovation relationship between the Poway teachers' union and the school leadership, the district's innovative Design 39 school, the big change in school board elections and more.

Dual-language programs in Chula Vista: An education think tank recently released a report report showing how, despite legislation that made bilingual education difficult to implement, the Chula Vista Elementary School District has successfully built 21 Spanish-English dual-language immersion programs that now reach over 4,000 students.

Number of the Week

95 percent: A new report shows that 95 percent of Latino youth in California were born in the United States. Latino students continue to face barriers in our country's education system that make it harder for them to succeed. These are American children, and the educational system needs to get better at educating them.

]]>56:04noeducation,san,diego,powayfullThe Future of Teachers UnionsFri, 19 Jan 2018 01:27:28 +0000It's a particularly important time for unions.

Locally the San Diego Education Association, the teachers union at the San Diego Unified School District, does not have a contract. It is working on contract negotiations with the district right now.

They may support a measure to raise taxes and bring more money into the district while also pushing for wage increases. They're also working with the county on a new evaluation system for teachers that they may consider putting into those negotiations in the future.

On the podcast, Scott Lewis and Laura Kohn lead a roundtable discussion about the future of teachers' unions. What are the role of unions? What is the best way to evaluate teachers? Are administrators and unions necessarily adversarial? What goes on during contract negotiations and bargaining?

Both union representatives and a superintendent who negotiates with unions joined the show. Guests:

Christopher Prokop, president of the Cajon Valley Education Association

David Miyashiro, superintendent of the Cajon Valley Union School District

Lindsay Burningham, president of the San Diego Education Association

Matthew Schneck, a teacher and member of the San Diego Education Association

]]>It's a particularly important time for unions.

Locally the San Diego Education Association, the teachers union at the San Diego Unified School District, does not have a contract. It is working on contract negotiations with the district right now.

They may support a measure to raise taxes and bring more money into the district while also pushing for wage increases. They're also working with the county on a new evaluation system for teachers that they may consider putting into those negotiations in the future.

On the podcast, Scott Lewis and Laura Kohn lead a roundtable discussion about the future of teachers' unions. What are the role of unions? What is the best way to evaluate teachers? Are administrators and unions necessarily adversarial? What goes on during contract negotiations and bargaining?

Both union representatives and a superintendent who negotiates with unions joined the show. Guests:

Christopher Prokop, president of the Cajon Valley Education Association

David Miyashiro, superintendent of the Cajon Valley Union School District

Lindsay Burningham, president of the San Diego Education Association

Matthew Schneck, a teacher and member of the San Diego Education Association

]]>01:07:03nofullA Guide to San Diego SchoolsThu, 19 Oct 2017 00:12:48 +0000Parents who want to choose the best schools for their kids often get overwhelmed wading through test scores and other metrics.

To ease the process, Voice of San Diego, along with the San Diego Workforce Partnership and UC San Diego Extension Center, put together an interactive map that helps parents compare and research local schools. It includes crucial data on each school's performance, and filters through the ones that offer special programs like dual-language immersion.

“We’ve put together a lot of different data sets that are out there available to parents and the general public, but don’t show up in the same place,” Khon said. “It should be a great tool for parents.”

]]>Parents who want to choose the best schools for their kids often get overwhelmed wading through test scores and other metrics.

To ease the process, Voice of San Diego, along with the San Diego Workforce Partnership and UC San Diego Extension Center, put together an interactive map that helps parents compare and research local schools. It includes crucial data on each school's performance, and filters through the ones that offer special programs like dual-language immersion.

“We’ve put together a lot of different data sets that are out there available to parents and the general public, but don’t show up in the same place,” Khon said. “It should be a great tool for parents.”

]]>23:53noschool,education,schools,choicefullThe Untold Story Behind the Sweetwater Schools ScandalMon, 26 Jun 2017 19:21:08 +0000“The culture of the district was basically based on retaliation, intimidation. Those are the two words that I can think of,” said former Sweetwater school board member Bertha Lopez.

Exactly six years have passed since Sweetwater schools superintendent Jesus Gandara was terminated at 2 a.m. on June 21, 2011 following seven hours of closed door meetings.

A raucous crowd of 500 people gathered in a high school gymnasium the evening before to attend the Sweetwater Union High School District board meeting, many to demand better from their school district leaders. Some hoped Gandara’s departure would close a dark chapter in the district’s history dominated by stories of malfeasance.

But what was supposed to be the end was only the beginning of the end for leaders of California’s largest secondary public school district, which spans from the city of San Diego to the U.S.-Mexico border.

An investigation of Gandara’s activities, as well as the Sweetwater school board and contractors by the San Diego County District Attorney’s Office would last a few years and end in various criminal charges, including felony bribery and conspiracy. A couple Sweetwater leaders landed behind bars.

Much has been written about the DA’s case, the outcome and the troubling decision-making that occurred on Gandara’s watch.

But there is a story behind all those stories that has yet to be told, about the six individuals who set the whole thing in motion by demanding accountability from their local school leaders and going to the district attorney for help.

“I felt like if we didn't do it, nobody else would, and these folks would continue to get away with crimes,” said parent Stewart Payne.

“The public has more power than they think that they do,” said parent Maty Adato.

“Did I think justice was served? No. Not only no, but hell no,” said grandparent Kathleen Cheers.

Payne, Adato and Cheers were part of a group of mostly parents and concerned community members who spent years faithfully attending public school board meetings, scouring documents and sounding the alarm when students were shortchanged by district leaders.

To mark the six-year anniversary of Gandara’s termination, we put together a special podcast to allow them to share their story, their motivations, challenges and the sacrifices made along the way. They also have advice for others who want to see change at their local government agency.

]]>“The culture of the district was basically based on retaliation, intimidation. Those are the two words that I can think of,” said former Sweetwater school board member Bertha Lopez.

Exactly six years have passed since Sweetwater schools superintendent Jesus Gandara was terminated at 2 a.m. on June 21, 2011 following seven hours of closed door meetings.

A raucous crowd of 500 people gathered in a high school gymnasium the evening before to attend the Sweetwater Union High School District board meeting, many to demand better from their school district leaders. Some hoped Gandara’s departure would close a dark chapter in the district’s history dominated by stories of malfeasance.

But what was supposed to be the end was only the beginning of the end for leaders of California’s largest secondary public school district, which spans from the city of San Diego to the U.S.-Mexico border.

An investigation of Gandara’s activities, as well as the Sweetwater school board and contractors by the San Diego County District Attorney’s Office would last a few years and end in various criminal charges, including felony bribery and conspiracy. A couple Sweetwater leaders landed behind bars.

Much has been written about the DA’s case, the outcome and the troubling decision-making that occurred on Gandara’s watch.

But there is a story behind all those stories that has yet to be told, about the six individuals who set the whole thing in motion by demanding accountability from their local school leaders and going to the district attorney for help.

“I felt like if we didn't do it, nobody else would, and these folks would continue to get away with crimes,” said parent Stewart Payne.

“The public has more power than they think that they do,” said parent Maty Adato.

“Did I think justice was served? No. Not only no, but hell no,” said grandparent Kathleen Cheers.

Payne, Adato and Cheers were part of a group of mostly parents and concerned community members who spent years faithfully attending public school board meetings, scouring documents and sounding the alarm when students were shortchanged by district leaders.

To mark the six-year anniversary of Gandara’s termination, we put together a special podcast to allow them to share their story, their motivations, challenges and the sacrifices made along the way. They also have advice for others who want to see change at their local government agency.

]]>51:03noHelping Students Get UnstuckFri, 23 Jun 2017 19:57:28 +0000Entering the real world is difficult for many young adults, but for some that transition often leaves them stuck in limbo.

The term "opportunity youth" is now being used to describe the growing number of 16- to 24-year-olds who don't attend school or have a job.

A few institutions in the region have started noticing the problem of disconnected youth and new programs serving the population are in the works. San Diego Continuing Education, a school that provides adults with different job and education alternatives, is one of the organizations testing out a few different solutions.

On this week’s podcast, cohosts Scott Lewis and Laura Kohn sit down with Carlos Cortez, president of San Diego Continuing Education, to talk about how the school is helping guide students who struggle with the transition into the so-called real world.

"Many [students] have so many gaps in their educational development that it really requires simultaneously providing foundational skills and support, while also providing them with the job training that's going to help them to land a job that pays a livable wage," Cortez said.

Number of the Week

9.6 percent: The percent of 16- to 24-year-olds in San Diego County who are considered opportunity youth. That's almost one in 10 of the 43,000 students in the county.

What’s Working

The International Rescue Committee: An organization that helps refugees settle in cities across the country, but also makes sure young adults have the tools to succeed in American schools.

]]>Entering the real world is difficult for many young adults, but for some that transition often leaves them stuck in limbo.

The term "opportunity youth" is now being used to describe the growing number of 16- to 24-year-olds who don't attend school or have a job.

A few institutions in the region have started noticing the problem of disconnected youth and new programs serving the population are in the works. San Diego Continuing Education, a school that provides adults with different job and education alternatives, is one of the organizations testing out a few different solutions.

On this week’s podcast, cohosts Scott Lewis and Laura Kohn sit down with Carlos Cortez, president of San Diego Continuing Education, to talk about how the school is helping guide students who struggle with the transition into the so-called real world.

"Many [students] have so many gaps in their educational development that it really requires simultaneously providing foundational skills and support, while also providing them with the job training that's going to help them to land a job that pays a livable wage," Cortez said.

Number of the Week

9.6 percent: The percent of 16- to 24-year-olds in San Diego County who are considered opportunity youth. That's almost one in 10 of the 43,000 students in the county.

What’s Working

The International Rescue Committee: An organization that helps refugees settle in cities across the country, but also makes sure young adults have the tools to succeed in American schools.

]]>39:22cleanWhat Works Best for English-LearnersMon, 01 May 2017 17:52:53 +0000There's no one comprehensive strategy behind educating English-learners in California. Instead, it's a mishmash of programs, many of which leave students struggling to learn English for years.

This week, cohosts Scott Lewis and Laura Kohn discuss what research is showing to be the best ways to educate English-learners.

Author and education expert Ruby Takanishi joins the show to talk about a recent report by the National Academies of Sciences, Engineering and Medicine that examined the most effective ways to educate English-learners.

Takanishi said that even though more and more educators and researchers are promoting multilingualism at schools, school districts in several states are still lagging in providing adequate resources for students who don't speak English.

"It is very clear that (English-language learners) in all states throughout the country are really at the bottom of the charts," she said. "They have widest achievement disparities among different groups, including racial ethnic groups and economic groups."

Takanishi chaired the committee behind the report, which found that it takes an average of five to seven years for a student to become proficient in English. On top of the academic challenges that presents, the report showed that many English-learners continue to struggle once they enter the workforce.

Number of the Week

1 in 7: That's the number of long-term English-learners in California. Long-term English-learners are those who enter kindergarten as English-learners and don't speak English fluently for more than six years.

What’s Working

Chula Vista Learning Community Charter School: A local trilingual immersion school highlighted was in the report for its effective multilingual education program and its sophisticated approach to instruction, which includes problem-solving and project-based learning.

]]>There's no one comprehensive strategy behind educating English-learners in California. Instead, it's a mishmash of programs, many of which leave students struggling to learn English for years.

This week, cohosts Scott Lewis and Laura Kohn discuss what research is showing to be the best ways to educate English-learners.

Author and education expert Ruby Takanishi joins the show to talk about a recent report by the National Academies of Sciences, Engineering and Medicine that examined the most effective ways to educate English-learners.

Takanishi said that even though more and more educators and researchers are promoting multilingualism at schools, school districts in several states are still lagging in providing adequate resources for students who don't speak English.

"It is very clear that (English-language learners) in all states throughout the country are really at the bottom of the charts," she said. "They have widest achievement disparities among different groups, including racial ethnic groups and economic groups."

Takanishi chaired the committee behind the report, which found that it takes an average of five to seven years for a student to become proficient in English. On top of the academic challenges that presents, the report showed that many English-learners continue to struggle once they enter the workforce.

Number of the Week

1 in 7: That's the number of long-term English-learners in California. Long-term English-learners are those who enter kindergarten as English-learners and don't speak English fluently for more than six years.

What’s Working

Chula Vista Learning Community Charter School: A local trilingual immersion school highlighted was in the report for its effective multilingual education program and its sophisticated approach to instruction, which includes problem-solving and project-based learning.

The approach gives more control to students and lets them build on their own strengths with the help of technology tools and a flexible curriculum.

This week, hosts Scott Lewis and Laura Kohn talked to David Miyashiro, superintendent of Cajon Valley, about how the district is working to meet individual students' needs.

Miyashiro also discussed his district's refugee demographic. He said roughly 900 refugee children entered the Cajon Valley District last year.

"The newcomers to our district and the diversity of our community really add to the experience of every student and every person in our city," he said. "I think the strength in diversity has made us stronger, has allowed us to open our eyes to bigger things that just standardized test scores and I think we're better because of it."

Lewis and Kohn also dug in to the layoffs happening at the San Diego Unified School District.

About 1,500 district employees will be cut, but not much is known of what comes after and who will take on all the responsibilities of the educators and other staffers who are being pushed out.

Number of the Week

13: That's thenumber of meetings students who sign up for TED-Ed Clubs go through. The meetings help students identify and research ideas, then put them into a quick TED-style talk.

What’s Working

Community:Miyashiro said getting city and community leaders together to talk about important issues is what works best when building strong schools and neighborhoods.

]]>The Cajon Valley Union School District has nailed personalized learning.

The approach gives more control to students and lets them build on their own strengths with the help of technology tools and a flexible curriculum.

This week, hosts Scott Lewis and Laura Kohn talked to David Miyashiro, superintendent of Cajon Valley, about how the district is working to meet individual students' needs.

Miyashiro also discussed his district's refugee demographic. He said roughly 900 refugee children entered the Cajon Valley District last year.

"The newcomers to our district and the diversity of our community really add to the experience of every student and every person in our city," he said. "I think the strength in diversity has made us stronger, has allowed us to open our eyes to bigger things that just standardized test scores and I think we're better because of it."

Lewis and Kohn also dug in to the layoffs happening at the San Diego Unified School District.

About 1,500 district employees will be cut, but not much is known of what comes after and who will take on all the responsibilities of the educators and other staffers who are being pushed out.

Number of the Week

13: That's the number of meetings students who sign up for TED-Ed Clubs go through. The meetings help students identify and research ideas, then put them into a quick TED-style talk.

What’s Working

Community: Miyashiro said getting city and community leaders together to talk about important issues is what works best when building strong schools and neighborhoods.

]]>39:56noCredit-Recovery Charters In, DeVos OutThu, 23 Feb 2017 19:44:43 +0000The controversies surrounding Betsy DeVos' strong support for school choice hit home just as she took office as secretary of education.

When Diane Ravitch, an education researcher, suggested that DeVos visit successful school districts like San Diego Unified, local teachers unions were furious to find out that the invitation was actually extended on behalf of the district's board of trustees. Outcry from local teachers eventually caused that invitation to be rescinded.

In this week's podcast, co-hosts Scott Lewis and Laura Kohn talk more about DeVos and concerns about funneling education funds from traditional public schools into private schools and charter schools.

"If a kid is coming up to graduation time and they're not on track to graduate, we see a number of those same kids leaving the San Diego Unified schools and going to these credit-recovery high schools," he said. "It gets those students off the San Diego Unified graduation rolls. So they don't count anymore. They're virtually excluded when they go to the charter school."

Koran said this leads to a bigger question – how prepared are students when they graduate and what is the district doing to help those who are struggling?

Number of the Week

Five: That's the number of states that provide school choice vouchers just for low-income students.

]]>The controversies surrounding Betsy DeVos' strong support for school choice hit home just as she took office as secretary of education.

When Diane Ravitch, an education researcher, suggested that DeVos visit successful school districts like San Diego Unified, local teachers unions were furious to find out that the invitation was actually extended on behalf of the district's board of trustees. Outcry from local teachers eventually caused that invitation to be rescinded.

In this week's podcast, co-hosts Scott Lewis and Laura Kohn talk more about DeVos and concerns about funneling education funds from traditional public schools into private schools and charter schools.

"If a kid is coming up to graduation time and they're not on track to graduate, we see a number of those same kids leaving the San Diego Unified schools and going to these credit-recovery high schools," he said. "It gets those students off the San Diego Unified graduation rolls. So they don't count anymore. They're virtually excluded when they go to the charter school."

Koran said this leads to a bigger question – how prepared are students when they graduate and what is the district doing to help those who are struggling?

Number of the Week

Five: That's the number of states that provide school choice vouchers just for low-income students.

]]>41:46noBreaking Down Betsy DeVosWed, 01 Feb 2017 15:13:41 +0000Hosts Scott Lewis and Laura Kohn discuss Betsy DeVos and what her nomination as Secretary of Education could mean for in California. In the second half, Lewis and Kohn speak with Miles Durfee, Managing Regional Director of the California Charter Schools Association.]]>Hosts Scott Lewis and Laura Kohn discuss Betsy DeVos and what her nomination as Secretary of Education could mean for in California. In the second half, Lewis and Kohn speak with Miles Durfee, Managing Regional Director of the California Charter Schools Association.]]>59:35noWhat Does It Mean to Graduate?Fri, 20 Jan 2017 00:08:31 +0000Hosts Scott Lewis and Laura Kohn speak with Dr. Sandy Husk, CEO of the college preparatory program AVID, Jill Anderson, Principal of O'Farrell Charter's Middle School Academy and Chuy Gomez, an AVID student at O'Farrell.]]>Hosts Scott Lewis and Laura Kohn speak with Dr. Sandy Husk, CEO of the college preparatory program AVID, Jill Anderson, Principal of O'Farrell Charter's Middle School Academy and Chuy Gomez, an AVID student at O'Farrell.]]>46:30noLincoln High and the Challenge of School TurnaroundsThu, 08 Dec 2016 20:51:09 +0000A special episode of Good Schools For All.]]>A special episode of Good Schools For All.]]>42:08noHow Children's Brains Learn to LearnThu, 03 Nov 2016 18:48:54 +0000Effective learning strategies can vary from child to child — but youth brain studies reveal new clues that can help educators improve students' academic achievement.

On this week’s podcast, Timothy Brown, assistant professor of neurosciences at UCSD's School of Medicine, joined co-hosts Scott Lewis and Laura Kohn to talk about youth brain development, the impact of childhood trauma and technology's role in brain studies. Brown said increased collaboration between neuroscientists and educators can lead to information breakthroughs.

"If you can capture some of these problems early, you might be able to develop programs that help kids," Brown said. "With certain targeted training programs that just focus on these lower-level sound discrimination tests, it has been shown some kids get better. They become better readers, they become better speakers."

Lewis and Kohn also play a speech by Patricia Kuhl, professor and co-director at the University of Washington's Institute for Learning and Brain Sciences, in which she explains how brain studies can predict when a child is ready to learn to read.

Lewis and Kohn also discuss the benefits of encouraging bilingual youth to use their language skills when they're at home and school — instead of switching languages based on location.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

25 percent, 70 percent and 92 percent: Those are the percentages of how much a child's brain weighs from birth to age 5. At birth, a baby's brain weighs 25 percent of its adult brain weight, then increases to 70 percent of an adult brain weight by age 1 and reaches up to 92 percent of an adult brain weight by age 5.

]]>Effective learning strategies can vary from child to child — but youth brain studies reveal new clues that can help educators improve students' academic achievement.

On this week’s podcast, Timothy Brown, assistant professor of neurosciences at UCSD's School of Medicine, joined co-hosts Scott Lewis and Laura Kohn to talk about youth brain development, the impact of childhood trauma and technology's role in brain studies. Brown said increased collaboration between neuroscientists and educators can lead to information breakthroughs.

"If you can capture some of these problems early, you might be able to develop programs that help kids," Brown said. "With certain targeted training programs that just focus on these lower-level sound discrimination tests, it has been shown some kids get better. They become better readers, they become better speakers."

Lewis and Kohn also play a speech by Patricia Kuhl, professor and co-director at the University of Washington's Institute for Learning and Brain Sciences, in which she explains how brain studies can predict when a child is ready to learn to read.

Lewis and Kohn also discuss the benefits of encouraging bilingual youth to use their language skills when they're at home and school — instead of switching languages based on location.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

25 percent, 70 percent and 92 percent: Those are the percentages of how much a child's brain weighs from birth to age 5. At birth, a baby's brain weighs 25 percent of its adult brain weight, then increases to 70 percent of an adult brain weight by age 1 and reaches up to 92 percent of an adult brain weight by age 5.

]]>52:54noThe Schools Issues on Your BallotThu, 20 Oct 2016 19:47:18 +0000It's almost Election Day, and thousands of students are counting on voters to make good decisions.

On this week’s podcast, co-hosts Scott Lewis and Laura Kohn discuss state and local ballot measures connected to education. Locally, Measure I, for instance, allows voters to help choose the fate of San Diego High School, which is located on dedicated parkland.

"If you don't care that San Diego High School is there, and you don't care about this broader principal about whether we should be able to change the charter to hand over parkland, then just vote for it," Lewis said. If Measure I is voted down, however, the school will have to move by 2024 and the land where the school sits now will return to Balboa Park.

Meanwhile, Proposition 58, a statewide measure, focuses on bilingual education. If it passes, it'll restore flexibility to school districts so they can choose the most effective approach to teaching English-learners.

Lewis and Kohn also discuss San Diego Unified trustee candidates for District E, LaShae Collins and incumbent Sharon Whitehurst-Payne, as they campaign to win over voters citywide.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>It's almost Election Day, and thousands of students are counting on voters to make good decisions.

On this week’s podcast, co-hosts Scott Lewis and Laura Kohn discuss state and local ballot measures connected to education. Locally, Measure I, for instance, allows voters to help choose the fate of San Diego High School, which is located on dedicated parkland.

"If you don't care that San Diego High School is there, and you don't care about this broader principal about whether we should be able to change the charter to hand over parkland, then just vote for it," Lewis said. If Measure I is voted down, however, the school will have to move by 2024 and the land where the school sits now will return to Balboa Park.

Meanwhile, Proposition 58, a statewide measure, focuses on bilingual education. If it passes, it'll restore flexibility to school districts so they can choose the most effective approach to teaching English-learners.

Lewis and Kohn also discuss San Diego Unified trustee candidates for District E, LaShae Collins and incumbent Sharon Whitehurst-Payne, as they campaign to win over voters citywide.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>51:14noWhen to Consider Special EdThu, 22 Sep 2016 21:29:16 +0000When it comes to giving students with disabilities the best education possible, early intervention and early detection are crucial – but not all families are equipped to access the resources they need.

On this week’s podcast, Shana Cohen, assistant professor of education studies at UC San Diego, joined co-hosts Scott Lewis and Laura Kohn to talk about how children from different cultures sometimes receive varied levels of services for developmental disabilities.

"A lot of times, it's an issue of advocacy," Cohen said. "So a lot of white middle-class families, they know where to go to get the services that their child needs. A lot of Latino families or African-Americans families might not know where to go."

There's also an information gap when it comes to looking out for symptoms of developmental disability, Cohen said.

Seth Schwartz, an attorney who works with families of children with disabilities, also joined the podcast, and Lewis and Kohn discuss a study by the National Center on Education Outcomes that found special education students can perform at grade level with adequate accommodations.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

What’s Working

Healthy Development Services, through the American Academy of Pediatrics, sends providers to engage with San Diego County families and identify and treat children with mild to moderate disabilities.

]]>When it comes to giving students with disabilities the best education possible, early intervention and early detection are crucial – but not all families are equipped to access the resources they need.

On this week’s podcast, Shana Cohen, assistant professor of education studies at UC San Diego, joined co-hosts Scott Lewis and Laura Kohn to talk about how children from different cultures sometimes receive varied levels of services for developmental disabilities.

"A lot of times, it's an issue of advocacy," Cohen said. "So a lot of white middle-class families, they know where to go to get the services that their child needs. A lot of Latino families or African-Americans families might not know where to go."

There's also an information gap when it comes to looking out for symptoms of developmental disability, Cohen said.

Seth Schwartz, an attorney who works with families of children with disabilities, also joined the podcast, and Lewis and Kohn discuss a study by the National Center on Education Outcomes that found special education students can perform at grade level with adequate accommodations.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Healthy Development Services, through the American Academy of Pediatrics, sends providers to engage with San Diego County families and identify and treat children with mild to moderate disabilities.

]]>44:08noOut With the Old Test, in With the NewThu, 08 Sep 2016 16:15:32 +0000A couple years ago, the state got rid of the California Standards Tests and opted for a new way to check in on student progress.

On this week’s podcast, Steve Green, senior director for assessment, accountability and evaluation at the San Diego County Office of Education, joined co-hosts Scott Lewis and Laura Kohn to talk about the Smarter Balanced Assessment System, the state's new standardized testing system. The test aligns with Common Core Standards and is more rigorous than the older California Standards Tests, Green said.

"The standards we had before and the way we were assessing was through multiple choice," he said. "The new assessment really does get at critical thinking and application. There are open-ended items where students have to write a response in. There's the performance task, which is very sophisticated. That's where students are truly demonstrating what they know and are able to do."

Since implementing the new assessment standards, San Diego County increased student performance in math and English language arts and literacy at a rate matching the rise seen across the state. The county is ahead of the state in overall performance, Green said.

Lewis and Kohn also discuss achievement gaps between high- and low-income students and between different racial groups.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

62 percent and 49 percent: The percentages of Chula Vista Elementary School District students who met or exceeded English and math standards, respectively, on recent standardized tests. The district outscored San Diego County and the state.

What’s Working

EdSource is a California news and research organization focused on education. Their online source provides snapshots of academic performance data for schools and districts across the state.

]]>A couple years ago, the state got rid of the California Standards Tests and opted for a new way to check in on student progress.

On this week’s podcast, Steve Green, senior director for assessment, accountability and evaluation at the San Diego County Office of Education, joined co-hosts Scott Lewis and Laura Kohn to talk about the Smarter Balanced Assessment System, the state's new standardized testing system. The test aligns with Common Core Standards and is more rigorous than the older California Standards Tests, Green said.

"The standards we had before and the way we were assessing was through multiple choice," he said. "The new assessment really does get at critical thinking and application. There are open-ended items where students have to write a response in. There's the performance task, which is very sophisticated. That's where students are truly demonstrating what they know and are able to do."

Since implementing the new assessment standards, San Diego County increased student performance in math and English language arts and literacy at a rate matching the rise seen across the state. The county is ahead of the state in overall performance, Green said.

Lewis and Kohn also discuss achievement gaps between high- and low-income students and between different racial groups.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

62 percent and 49 percent: The percentages of Chula Vista Elementary School District students who met or exceeded English and math standards, respectively, on recent standardized tests. The district outscored San Diego County and the state.

What’s Working

EdSource is a California news and research organization focused on education. Their online source provides snapshots of academic performance data for schools and districts across the state.

]]>45:33no'Your ZIP Code Is Not Your Destiny'Thu, 01 Sep 2016 16:18:58 +0000High school graduation rates are up – but students' access to quality courses still varies from school to school.

Last school year, the San Diego Unified School District touted a 92 percent high school graduation rate – an increase despite the district's new, tougher graduation requirements. The new standards mean students must successfully complete the same high school courses required for admission into California State University and University of California schools.

But it seems not all students in the district receive equal support to succeed within and beyond the new standards.

On this week’s podcast, Andrea Guerrero, executive director at Alliance San Diego, a social justice organization, joined co-hosts Scott Lewis and Laura Kohn to talk about education inequity across San Diego Unified and how her organization pushes the district to raise expectations for more students.

"Your ZIP code is not your destiny and we needed the school district to understand that," she said. "There's still a disparity in AP and IB course offerings ... these are the courses that go beyond making you eligible for the UC and CSU [colleges], these are the courses that make you competitive. You can have a high-performing school ... look inside and understand that not all of the students are getting the same kind of access to programs."

English-learners and refugee students are most at risk, Guerrero said.

Lewis and Kohn also discuss the pros and cons of measuring school success by graduation rates.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

952: That's the number of students last school year who passed San Diego Unified School District's multilingual test as an alternative to the requirement of passing two years of language courses –four times more students than the previous year.

]]>High school graduation rates are up – but students' access to quality courses still varies from school to school.

Last school year, the San Diego Unified School District touted a 92 percent high school graduation rate – an increase despite the district's new, tougher graduation requirements. The new standards mean students must successfully complete the same high school courses required for admission into California State University and University of California schools.

But it seems not all students in the district receive equal support to succeed within and beyond the new standards.

On this week’s podcast, Andrea Guerrero, executive director at Alliance San Diego, a social justice organization, joined co-hosts Scott Lewis and Laura Kohn to talk about education inequity across San Diego Unified and how her organization pushes the district to raise expectations for more students.

"Your ZIP code is not your destiny and we needed the school district to understand that," she said. "There's still a disparity in AP and IB course offerings ... these are the courses that go beyond making you eligible for the UC and CSU [colleges], these are the courses that make you competitive. You can have a high-performing school ... look inside and understand that not all of the students are getting the same kind of access to programs."

English-learners and refugee students are most at risk, Guerrero said.

Lewis and Kohn also discuss the pros and cons of measuring school success by graduation rates.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

952: That's the number of students last school year who passed San Diego Unified School District's multilingual test as an alternative to the requirement of passing two years of language courses –four times more students than the previous year.

]]>44:45noWhere Are the New Teachers?Thu, 25 Aug 2016 16:26:38 +0000We need a lot more teachers.

Fewer folks want to be teachers, even as the demand increases. In San Diego County, about 32 percent of teachers are 50 years old or older. As more teachers retire, we have to replace them.

On this week’s podcast, Heather Lattimer, associate professor at the University of San Diego's School of Leadership and Education Sciences, joined host Laura Kohn to talk about ways to recruit students into the teaching profession.

Lattimer said the education field is in a battle to attract students – despite financial concerns and stigma surrounding the career choice.

"The larger issue that I hear over and over is, 'Why do you want to become a teacher?' I hear that from students," she said. "I also hear it from students' parents. Often the students that we encounter who are interested in teacher education and becoming teachers have to combat their parents who are concerned that, 'Hey, this isn't going to be something where you'll be able to A, earn the money, but B, have the respect that we think you deserve.'"

Only about 5 percent of nationally surveyed college-bound high seniors say they're interested in entering the education field, the lowest percentage in decades, Lattimer said.

Scott Lewis and Laura Kohn also discuss the 30 percent decline in teacher credentials by San Diego County's higher education institutions between 2010-2011 and 2014-2015 fiscal years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

22,000: The total statewide teacher shortage California school districts anticipate for the upcoming 2016-2017 school year.

What’s Working

The San Diego Unified School District created a teacher pipeline task force a few years ago to improve teacher recruitment, retention and evaluation methods. The pipeline is designed to encourage and support students in the district to enter the education field and return as teachers.

]]>We need a lot more teachers.

Fewer folks want to be teachers, even as the demand increases. In San Diego County, about 32 percent of teachers are 50 years old or older. As more teachers retire, we have to replace them.

On this week’s podcast, Heather Lattimer, associate professor at the University of San Diego's School of Leadership and Education Sciences, joined host Laura Kohn to talk about ways to recruit students into the teaching profession.

Lattimer said the education field is in a battle to attract students – despite financial concerns and stigma surrounding the career choice.

"The larger issue that I hear over and over is, 'Why do you want to become a teacher?' I hear that from students," she said. "I also hear it from students' parents. Often the students that we encounter who are interested in teacher education and becoming teachers have to combat their parents who are concerned that, 'Hey, this isn't going to be something where you'll be able to A, earn the money, but B, have the respect that we think you deserve.'"

Only about 5 percent of nationally surveyed college-bound high seniors say they're interested in entering the education field, the lowest percentage in decades, Lattimer said.

Scott Lewis and Laura Kohn also discuss the 30 percent decline in teacher credentials by San Diego County's higher education institutions between 2010-2011 and 2014-2015 fiscal years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

22,000: The total statewide teacher shortage California school districts anticipate for the upcoming 2016-2017 school year.

What’s Working

The San Diego Unified School District created a teacher pipeline task force a few years ago to improve teacher recruitment, retention and evaluation methods. The pipeline is designed to encourage and support students in the district to enter the education field and return as teachers.

A 2014 analysis by EdSource, a nonprofit advocating for public school improvement, found that two-thirds of superintendents at California's largest public school districts served three years or less.

Increasingly, though, it's up to these newbie superintendents to persuade more students and their families to stick around at traditional schools, and resist the urge to transfer to one of the growing number of charter schools in the state.

On this week’s podcast, Luis Ibarra, superintendent of Escondido Union School District, joined host Scott Lewis to talk about competition between traditional and charter schools. The Escondido Union School District serves about 17,000 students, down from previous years. Ibarra is in his second year as superintendent.

"We're starting to look at, 'What are we doing systemically throughout our district to make [traditional schools] more appealing, reach our students more and make education innovative and creative for our students?'" Ibarra said.

The district recently created a task force to find out why parents are taking students from traditional schools and enrolling them in charter schools.

Lewis and co-host Laura Kohn also discuss an interview with Louis Freedberg, executive director at EdSource, about the huge turnover rate of superintendents and whether those changes impact students' quality of education.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

11: The number of San Diego County school districts that will have new superintendents in the 2016-2017 school year.

What’s Working

Superintendents Kevin Holt of the San Marcos Unified School District and Francisco Escobedo of the Chula Vista Elementary School District are long-serving superintendents in the county. Holt began in 2008, Escobedo in 2010.

]]>Superintendents don't stick around for long.

A 2014 analysis by EdSource, a nonprofit advocating for public school improvement, found that two-thirds of superintendents at California's largest public school districts served three years or less.

Increasingly, though, it's up to these newbie superintendents to persuade more students and their families to stick around at traditional schools, and resist the urge to transfer to one of the growing number of charter schools in the state.

On this week’s podcast, Luis Ibarra, superintendent of Escondido Union School District, joined host Scott Lewis to talk about competition between traditional and charter schools. The Escondido Union School District serves about 17,000 students, down from previous years. Ibarra is in his second year as superintendent.

"We're starting to look at, 'What are we doing systemically throughout our district to make [traditional schools] more appealing, reach our students more and make education innovative and creative for our students?'" Ibarra said.

The district recently created a task force to find out why parents are taking students from traditional schools and enrolling them in charter schools.

Lewis and co-host Laura Kohn also discuss an interview with Louis Freedberg, executive director at EdSource, about the huge turnover rate of superintendents and whether those changes impact students' quality of education.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

11: The number of San Diego County school districts that will have new superintendents in the 2016-2017 school year.

What’s Working

Superintendents Kevin Holt of the San Marcos Unified School District and Francisco Escobedo of the Chula Vista Elementary School District are long-serving superintendents in the county. Holt began in 2008, Escobedo in 2010.

]]>44:17noMarrying College Prep and Career PrepThu, 28 Jul 2016 18:46:34 +0000Thanks to a funding surge, more California schools are launching career academies, or programs that combine academic and technical skills.

On this week’s podcast, Rob Atterby of ConnectEd joined co-hosts Scott Lewis and Laura Kohn to talk about “linked learning,” a strategy to prepare students for both college and career.

]]>Thanks to a funding surge, more California schools are launching career academies, or programs that combine academic and technical skills.

On this week’s podcast, Rob Atterby of ConnectEd joined co-hosts Scott Lewis and Laura Kohn to talk about “linked learning,” a strategy to prepare students for both college and career.

]]>42:54noPlugging the School-to-Prison PipelineThu, 21 Jul 2016 16:52:19 +0000There's a link between school discipline policies and students who enter the justice system. Folks call it the school-to-prison pipeline.

On this week’s podcast, Diana Ross, executive director of Mid-City CAN, joined co-hosts Laura Kohn and Mario Koran, who sat in for Scott Lewis, to talk about the organization's efforts to keep more students in school.

"The kids who continue to get expelled and suspended are still majority kids of color. ... There's a huge disparity," Ross said.

Kohn and Koran also discuss a speech about school discipline that Nancy Hanks, chief of elementary schools in Madison, Wis., gave to Teach for America alumni.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

34percent: That's how much suspensions in San Diego County dropped in three years, between the 2011-2012 school year and the 2014-2015 school year.

What’s Working

The National Conflict Resolution Center and the Old Globe Theatre partnered to bring Anna Deavere Smith to San Diego for a preview performance of her stage show about the school-to-prison pipeline. Also, a quick correction, Kohn says Deavere visited Lincoln and Crawford high schools. The visits actually happened at Lincoln and Hoover.

]]>There's a link between school discipline policies and students who enter the justice system. Folks call it the school-to-prison pipeline.

On this week’s podcast, Diana Ross, executive director of Mid-City CAN, joined co-hosts Laura Kohn and Mario Koran, who sat in for Scott Lewis, to talk about the organization's efforts to keep more students in school.

"The kids who continue to get expelled and suspended are still majority kids of color. ... There's a huge disparity," Ross said.

Kohn and Koran also discuss a speech about school discipline that Nancy Hanks, chief of elementary schools in Madison, Wis., gave to Teach for America alumni.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

34 percent: That's how much suspensions in San Diego County dropped in three years, between the 2011-2012 school year and the 2014-2015 school year.

What’s Working

The National Conflict Resolution Center and the Old Globe Theatre partnered to bring Anna Deavere Smith to San Diego for a preview performance of her stage show about the school-to-prison pipeline. Also, a quick correction, Kohn says Deavere visited Lincoln and Crawford high schools. The visits actually happened at Lincoln and Hoover.

]]>50:33noPutting Teens to WorkThu, 14 Jul 2016 17:34:30 +0000Fewer young Americans are working summer jobs than in decades past, and fewer of those jobs are going to the teens who need them most.

On this week’s podcast, Andy Hall, vice president and chief program officer at San Diego Workforce Partnership, joined co-hosts Scott Lewis and Laura Kohn to talk about the nonprofit's approach to assisting youth seeking employment skills and experience.

Hall said San Diego has "53,000 16- to 24-year-olds who are not connected to either education or employment."

Lewis and Kohn also talk about schools' role to prepare youth for careers.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

21.6 percent: That was San Diego’s youth employment rate in 2014.

What’s Working

McKinley Elementary School is a model for parent-led fundraising efforts. The money they helped raise saved the school's prestigious International Baccalaureate Program.

]]>Fewer young Americans are working summer jobs than in decades past, and fewer of those jobs are going to the teens who need them most.

On this week’s podcast, Andy Hall, vice president and chief program officer at San Diego Workforce Partnership, joined co-hosts Scott Lewis and Laura Kohn to talk about the nonprofit's approach to assisting youth seeking employment skills and experience.

Hall said San Diego has "53,000 16- to 24-year-olds who are not connected to either education or employment."

Lewis and Kohn also talk about schools' role to prepare youth for careers.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

21.6 percent: That was San Diego’s youth employment rate in 2014.

What’s Working

McKinley Elementary School is a model for parent-led fundraising efforts. The money they helped raise saved the school's prestigious International Baccalaureate Program.

The Poway Unified School District, though, has a new approach to its teacher evaluations.

On this week's podcast, Candy Smiley, president of Poway Federation of Teachers, and Michele Manos, a teacher and leader of the district's teacher evaluation system, joined co-hosts Scott Lewis and Laura Kohn to explain Poway's evaluation programs.

One part of the program, for example, pairs teachers with their peers.

"We wanted our focus on professional learning for teachers. How do we make teachers get the best opportunities for their students by improving their practice? That's really what our whole program is based on. It's a growth model, it's a strength-based approach, taking a look at multiple measures," Manos said.

Lewis and Kohn talked about the latest in teacher evaluations and what could change on the state level as well.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

1 out of 5 and 1 out of 17: A national survey out of Brown University and Vanderbilt University demonstrates how principals rate teachers. Principals said about one fifth of teachers were not proficient and needed assistance and support. But the same principals only gave one out of 17 teachers less than satisfactory proficiency ratings.

What’s Working

UC San Diego's CREATE center houses researchers, youth mentors and professional development experts who work with local teachers to help them get better at their craft.

]]>Teacher evaluations are crucial, but also controversial.

The Poway Unified School District, though, has a new approach to its teacher evaluations.

On this week's podcast, Candy Smiley, president of Poway Federation of Teachers, and Michele Manos, a teacher and leader of the district's teacher evaluation system, joined co-hosts Scott Lewis and Laura Kohn to explain Poway's evaluation programs.

One part of the program, for example, pairs teachers with their peers.

"We wanted our focus on professional learning for teachers. How do we make teachers get the best opportunities for their students by improving their practice? That's really what our whole program is based on. It's a growth model, it's a strength-based approach, taking a look at multiple measures," Manos said.

Lewis and Kohn talked about the latest in teacher evaluations and what could change on the state level as well.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

1 out of 5 and 1 out of 17: A national survey out of Brown University and Vanderbilt University demonstrates how principals rate teachers. Principals said about one fifth of teachers were not proficient and needed assistance and support. But the same principals only gave one out of 17 teachers less than satisfactory proficiency ratings.

What’s Working

UC San Diego's CREATE center houses researchers, youth mentors and professional development experts who work with local teachers to help them get better at their craft.

]]>54:22noThe Families That Can't Afford SummerThu, 09 Jun 2016 17:35:34 +0000The Sweetwater Union High School District is the largest secondary school district in the state. A few years ago, the district decided to move its schools onto the same calendar system.

On this week’s podcast, Karen Janney, superintendent of the Sweetwater Union High School District, joins co-hosts Scott Lewis and Laura Kohn to talk about how she helped develop the district’s common calendar and the impact the change has had on families.

“Before 2007, we had families on up to three different schedules. So they could be at an elementary school district on one calendar, at a middle school on another calendar and at a high school on another calendar,” Janney said. “It just wasn’t good for families.”

Families faced challenges with calendar misalignments such as planning for varied bus schedules, attempting to transfer students to schools to make up credits and trying to plan summer vacations.

“A lot of time the older siblings take care of the younger siblings and if they’re on two different calendars, it makes it even that much tougher for families,” Janney said.

But under the common calendar system, the district provides students with an aligned school schedule and about six weeks of summer vacation.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

Two-thirds: According to a 2007 study by Johns Hopkins University, two-thirds of the ninth-grade reading achievement gap can be attributed to summer learning loss; the other third comes from gaps that arise in early childhood.

What’s Working

Diamond Educational Excellence Partnership, sponsored by the Jacobs Center for Neighborhood Innovation, has worked with San Diego Unified to put in place a summer enrichment program for rising second and third graders that has been successful in sustaining and building reading skills for more than 90 percent of participants, according to an evaluation by UCSD.

]]>The Sweetwater Union High School District is the largest secondary school district in the state. A few years ago, the district decided to move its schools onto the same calendar system.

On this week’s podcast, Karen Janney, superintendent of the Sweetwater Union High School District, joins co-hosts Scott Lewis and Laura Kohn to talk about how she helped develop the district’s common calendar and the impact the change has had on families.

“Before 2007, we had families on up to three different schedules. So they could be at an elementary school district on one calendar, at a middle school on another calendar and at a high school on another calendar,” Janney said. “It just wasn’t good for families.”

Families faced challenges with calendar misalignments such as planning for varied bus schedules, attempting to transfer students to schools to make up credits and trying to plan summer vacations.

“A lot of time the older siblings take care of the younger siblings and if they’re on two different calendars, it makes it even that much tougher for families,” Janney said.

But under the common calendar system, the district provides students with an aligned school schedule and about six weeks of summer vacation.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

Number of the Week

Two-thirds: According to a 2007 study by Johns Hopkins University, two-thirds of the ninth-grade reading achievement gap can be attributed to summer learning loss; the other third comes from gaps that arise in early childhood.

What’s Working

Diamond Educational Excellence Partnership, sponsored by the Jacobs Center for Neighborhood Innovation, has worked with San Diego Unified to put in place a summer enrichment program for rising second and third graders that has been successful in sustaining and building reading skills for more than 90 percent of participants, according to an evaluation by UCSD.

]]>31:24noDisadvantaged Families Embrace School ChoiceThu, 02 Jun 2016 19:00:00 +0000The Barrio Logan College Institute is an after-school program that serves low-income disadvantaged students from across the county and prepares them to go to college. One way the organization says it transforms students’ lives is by educating and empowering parents to exercise school choice.

On this week’s podcast, Barrio Logan College Institute Executive Director Jose Cruz joined co-hosts Scott Lewis and Laura Kohn to talk about school choice and how to create a so-called college-going culture.

]]>The Barrio Logan College Institute is an after-school program that serves low-income disadvantaged students from across the county and prepares them to go to college. One way the organization says it transforms students’ lives is by educating and empowering parents to exercise school choice.

On this week’s podcast, Barrio Logan College Institute Executive Director Jose Cruz joined co-hosts Scott Lewis and Laura Kohn to talk about school choice and how to create a so-called college-going culture.

]]>43:37noEvery Kid Needs Something DifferentThu, 26 May 2016 19:00:00 +0000Every kid learns at his or her own pace. They each need something different when it comes to education. Personalized learning has emerged as a response to kids' individualized needs and their varied pace of learning. It's a radically different educational approach that's been gaining steam lately thanks to technology that allows teachers to better track students and provide them with personalized educational experiences.

]]>Every kid learns at his or her own pace. They each need something different when it comes to education. Personalized learning has emerged as a response to kids' individualized needs and their varied pace of learning. It's a radically different educational approach that's been gaining steam lately thanks to technology that allows teachers to better track students and provide them with personalized educational experiences.

]]>41:53noMeet County Board of Education CandidatesThu, 19 May 2016 19:00:00 +0000Normally, the County Board of Education race isn’t one that makes it into headlines. But this year, four of the five spots on the board are up for grabs. And things are heating up.

The folks elected to the County Board of Education wield some power. They do things like approve the San Diego Office of Education‘s annual budget, select and choose the very powerful county superintendent. The board also serves as the appeals board for charter schools that have been denied the right to open by a district in San Diego County.

In this week’s podcast, co-hosts Scott Lewis and Laura Kohn tried to put on a debate between District 1 incumbent Gregg Robinson and his challenger, Mark Powell. District 1 represents most of the city of San Diego on the board. Only Robinson accepted the opportunity to debate. But Lewis and Kohn got Powell on the phone after to ask why he wouldn’t face off with Robinson.

One hot topic in the race is charter schools and whether the candidates would support more of them in San Diego.

“I’m sure there are really good charter schools and there’s really bad charter schools,” said Powell. “I would give a fair evaluation if, in fact, an appeal does come to the county board.”

Robinson, a professor of sociology at Grossmont College, says he, too, supports charter schools, but only when they’re effective.

“Charter schools have been very helpful with low-income students in inner-city areas,” he said. “So I support them in those kind of circumstances if they’re doing the job they’re really designed for, but I’m not a rubber-stamp for charter schools.”

Number of the Week

1,600: The number of at-risk students currently enrolled in San Diego County Office of Education schools. About 12,000 at-risk students cycle through County Office of Education schools over the course of the school year.

We also have a Number of the Week correction. In our May 5 episode, we said 75 percent of middle and high school students are long-term English-learners. The correct number is 75 percent of middle and high school English-learners are in long-term programs.

What’s Working

John Spiegel, science coordinator at the San Diego County Office of Education: County schools are beginning to adopt dramatically different standards for teaching science. To help make the transition, Spiegel and his staff have provided professional development opportunities, online resources and more to teachers and schools. For more on this, listen to our March 31 interview with Trish Williams.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>Normally, the County Board of Education race isn’t one that makes it into headlines. But this year, four of the five spots on the board are up for grabs. And things are heating up.

The folks elected to the County Board of Education wield some power. They do things like approve the San Diego Office of Education‘s annual budget, select and choose the very powerful county superintendent. The board also serves as the appeals board for charter schools that have been denied the right to open by a district in San Diego County.

In this week’s podcast, co-hosts Scott Lewis and Laura Kohn tried to put on a debate between District 1 incumbent Gregg Robinson and his challenger, Mark Powell. District 1 represents most of the city of San Diego on the board. Only Robinson accepted the opportunity to debate. But Lewis and Kohn got Powell on the phone after to ask why he wouldn’t face off with Robinson.

One hot topic in the race is charter schools and whether the candidates would support more of them in San Diego.

“I’m sure there are really good charter schools and there’s really bad charter schools,” said Powell. “I would give a fair evaluation if, in fact, an appeal does come to the county board.”

Robinson, a professor of sociology at Grossmont College, says he, too, supports charter schools, but only when they’re effective.

“Charter schools have been very helpful with low-income students in inner-city areas,” he said. “So I support them in those kind of circumstances if they’re doing the job they’re really designed for, but I’m not a rubber-stamp for charter schools.”

Number of the Week

1,600: The number of at-risk students currently enrolled in San Diego County Office of Education schools. About 12,000 at-risk students cycle through County Office of Education schools over the course of the school year.

We also have a Number of the Week correction. In our May 5 episode, we said 75 percent of middle and high school students are long-term English-learners. The correct number is 75 percent of middle and high school English-learners are in long-term programs.

What’s Working

John Spiegel, science coordinator at the San Diego County Office of Education: County schools are beginning to adopt dramatically different standards for teaching science. To help make the transition, Spiegel and his staff have provided professional development opportunities, online resources and more to teachers and schools. For more on this, listen to our March 31 interview with Trish Williams.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>55:28noSpeaking Up for English-LearnersThu, 05 May 2016 19:00:00 +0000Damian checked a little box when he registered his son Ethan for kindergarten. It indicated that the family predominantly spoke Spanish at home.

At the time, Damian had no idea his son would be classified as an English-learner, and that the designation would follow his son around, having a profound impact on his education.

It's been difficult, Damian said, to get the school district to recognize that, although his son still speaks Spanish at home, he's a smart kid who's excelling in many ways.

"That's my major concern is that I can't describe my kid to this bureaucracy in the right way," he said.

This week, hosts Scott Lewis and Laura Kohn take a new approach to the podcast by weaving Damian and Ethan's story into the larger question of how our city, state and country is educating English-learners.

Conor Williams, the founding director of the nonprofit New America's dual language learner national work group, joins the show to provide some statistics and context on the issue. Williams drops a bombshell when he shares which state is actually leading the way when it comes to its approach to English-learners.

"I'm amazed every time I say it – I can't even believe it myself," he said.

VOSD's education reporter Mario Koran also makes an appearance to talk about his New America fellowship and the future of his weekly column, The Learning Curve.

Number of the Week

75 percent: That's the number of California students in middle and high school who are considered long-term English Learners, which means they've been designated as English-learners for at least seven years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

]]>Damian checked a little box when he registered his son Ethan for kindergarten. It indicated that the family predominantly spoke Spanish at home.

At the time, Damian had no idea his son would be classified as an English-learner, and that the designation would follow his son around, having a profound impact on his education.

It's been difficult, Damian said, to get the school district to recognize that, although his son still speaks Spanish at home, he's a smart kid who's excelling in many ways.

"That's my major concern is that I can't describe my kid to this bureaucracy in the right way," he said.

This week, hosts Scott Lewis and Laura Kohn take a new approach to the podcast by weaving Damian and Ethan's story into the larger question of how our city, state and country is educating English-learners.

Conor Williams, the founding director of the nonprofit New America's dual language learner national work group, joins the show to provide some statistics and context on the issue. Williams drops a bombshell when he shares which state is actually leading the way when it comes to its approach to English-learners.

"I'm amazed every time I say it – I can't even believe it myself," he said.

VOSD's education reporter Mario Koran also makes an appearance to talk about his New America fellowship and the future of his weekly column, The Learning Curve.

75 percent: That's the number of California students in middle and high school who are considered long-term English Learners, which means they've been designated as English-learners for at least seven years.

Got thoughts, opinions or experiences with this? Call 619-354-1085 and leave your name, neighborhood and story so we can play the voicemail on future episodes.

A Good Schools for All listener, Sally Cox, called in to share
her story about a particularly jarring transition from preschool to
kindergarten. She said she thought her son was well-prepared, but
kids in his kindergarten class were expected to be reading by
October, and her son quickly fell behind.

“I think the alignment issues between expectations in
kindergarten and how children are prepared in preschool really need
to be dealt with,” Cox said.

Hosts Scott Lewis and Laura Kohn dig into the big
transition problem, which is worsening thanks to a ratcheting
up of academic expectations for kindergarteners. Transitional kindergarten, or TK, a public-school
program offered to kids born between Sept. 2 and Dec. 2 as the
first step of a two-year kindergarten class, has been one attempt
at closing the early education achievement gap.

TK is great for the small number of kids who happen to be born
at the right time, Kohn said, but as a public policy it’s pretty
terrible.

“It’s this privilege, this entitlement that’s only available if
you happen to get pregnant and give birth in a certain little
window,” she said. “What we’re giving away is a free, extra year of
public schooling to the oldest incoming kindergarteners.”

One big problem with the proposal is the lack of any additional
funding, said Matt Doyle.

Doyle’s the executive director of innovation at Vista Unified
School District. He came on the podcast this week to talk about
Brown’s proposal and share some of the things his district has been
doing to help ease the transition between preschool and
kindergarten.

“We have actually identified the transition from preschool into
kindergarten as probably the single
greatest transition the child can make as they develop
their cognitive academic abilities for college and career,” he
said. “So for us this is the No. 1 issue.”

Got thoughts, opinions or experiences with this? Call
619-354-1085 and leave your name, neighborhood and story so we
can play the voicemail on future episodes.

Number of the Week

6,846: That’s the number of
transitional kindergarteners we have in the San Diego region. The
program just launched three years ago and it’s seen a big increase
since its inception. There was a 67 percent increase in TK
enrollment from the 2013-2014 to last year, and this year’s
numbers are expected to see an even bigger jump.

What’s Working

The Quality Preschool Initiative: The
program rates the quality of state-funded preschools and head
start programs in San Diego County. It’s working because the
San Diego County Office of Education is implementing the program
effectively. The results of the program aren’t publicly
available yet, but they will be soon.

]]>The move from play-based preschools to increasingly
rigorous kindergarten classrooms is rough, for both kids and
parents.

A Good Schools for All listener, Sally Cox, called in to share
her story about a particularly jarring transition from preschool to
kindergarten. She said she thought her son was well-prepared, but
kids in his kindergarten class were expected to be reading by
October, and her son quickly fell behind.

“I think the alignment issues between expectations in
kindergarten and how children are prepared in preschool really need
to be dealt with,” Cox said.

Hosts Scott Lewis and Laura Kohn dig into the big
transition problem, which is worsening thanks to a ratcheting
up of academic expectations for kindergarteners. Transitional kindergarten, or TK, a public-school
program offered to kids born between Sept. 2 and Dec. 2 as the
first step of a two-year kindergarten class, has been one attempt
at closing the early education achievement gap.

TK is great for the small number of kids who happen to be born
at the right time, Kohn said, but as a public policy it’s pretty
terrible.

“It’s this privilege, this entitlement that’s only available if
you happen to get pregnant and give birth in a certain little
window,” she said. “What we’re giving away is a free, extra year of
public schooling to the oldest incoming kindergarteners.”

One big problem with the proposal is the lack of any additional
funding, said Matt Doyle.

Doyle’s the executive director of innovation at Vista Unified
School District. He came on the podcast this week to talk about
Brown’s proposal and share some of the things his district has been
doing to help ease the transition between preschool and
kindergarten.

“We have actually identified the transition from preschool into
kindergarten as probably the single
greatest transition the child can make as they develop
their cognitive academic abilities for college and career,” he
said. “So for us this is the No. 1 issue.”

Got thoughts, opinions or experiences with this? Call
619-354-1085 and leave your name, neighborhood and story so we
can play the voicemail on future episodes.

Number of the Week

6,846: That’s the number of
transitional kindergarteners we have in the San Diego region. The
program just launched three years ago and it’s seen a big increase
since its inception. There was a 67 percent increase in TK
enrollment from the 2013-2014 to last year, and this year’s
numbers are expected to see an even bigger jump.

What’s Working

The Quality Preschool Initiative: The
program rates the quality of state-funded preschools and head
start programs in San Diego County. It’s working because the
San Diego County Office of Education is implementing the program
effectively. The results of the program aren’t publicly
available yet, but they will be soon.

Tom Vander Ark, CEO of Getting Smart, an organization that advocates for innovations in learning, joins the podcast to talk about how technology is increasingly entering and improving the educational system.

He said the dubbed EdTech movement is finally ready for real, widespread implementation in schools across the world.

"Thatrevolution started 20 years ago but we're finally beginning to understand how to incorporate all these new tools into schools," he said. "Both in K-12 and higher ed."

An example is the adaptive learning approach, he said, which uses computers or tablets and game-like software that, with just a few initial questions, understands a student's reading or math level then adjusts and makes follow-up questions harder or easier. The software also uses engaging graphics and makes the experience fun to keep students interested.

The result is a personalized learning experience for students and real-time data for teachers and parents who can easily track a child's progress and adjust accordingly. The ability to offer effective personalized learning makes the current obsession with making sure students are at the appropriate grade level in every subject seem outmoded.

"The future is here – it's just not very evenly distributed," he said, quoting cyberpunk sci-fi author William Ford Gibson.

Not all schools are progressing at the same pace when it comes to using technology, Vander Ark said, and even when school districts do bring tech into classrooms, merely replacing textbooks with laptops isn't enough – there needs to be an entire tech ecosystem, which includes smart software, data tracking and innovative teaching techniques.

"That's the big challenge and a big reason progress has been relatively uneven," he said.

Also on this week’s podcast, co-hosts Scott Lewis and Laura Kohn talk about a recent parenting win, the seductive attraction of the project-based learning approach used by schools like High Tech High and the uptick in private startups looking to invest in education technology for public schools.

Number of the Week

4 percent: That's the projected proportion of private capital that's expected to be invested in education technology in the next decade. Right now, the number's just .4 percent, so that's a 10-fold increase in the next 10 years.

What’s Working

TEDxKids@ElCajon: Organized by the Cajon Valley Union School District, the annual event helps kids find what's unique and special about them and asks them to present to their community. Students from kindergarten through high school participate and it's become a successful, student-centric event.

]]>Education technology is exploding. This week in San Diego some of the major players in technology companies, their investors and education leaders gathered in San Diego for the ASU GSV Summit to talk about disrupting classrooms. We grabbed one of the attendees on his way to the talks.

Tom Vander Ark, CEO of Getting Smart, an organization that advocates for innovations in learning, joins the podcast to talk about how technology is increasingly entering and improving the educational system.

He said the dubbed EdTech movement is finally ready for real, widespread implementation in schools across the world.

"That revolution started 20 years ago but we're finally beginning to understand how to incorporate all these new tools into schools," he said. "Both in K-12 and higher ed."

An example is the adaptive learning approach, he said, which uses computers or tablets and game-like software that, with just a few initial questions, understands a student's reading or math level then adjusts and makes follow-up questions harder or easier. The software also uses engaging graphics and makes the experience fun to keep students interested.

The result is a personalized learning experience for students and real-time data for teachers and parents who can easily track a child's progress and adjust accordingly. The ability to offer effective personalized learning makes the current obsession with making sure students are at the appropriate grade level in every subject seem outmoded.

"The future is here – it's just not very evenly distributed," he said, quoting cyberpunk sci-fi author William Ford Gibson.

Not all schools are progressing at the same pace when it comes to using technology, Vander Ark said, and even when school districts do bring tech into classrooms, merely replacing textbooks with laptops isn't enough – there needs to be an entire tech ecosystem, which includes smart software, data tracking and innovative teaching techniques.

"That's the big challenge and a big reason progress has been relatively uneven," he said.

Also on this week’s podcast, co-hosts Scott Lewis and Laura Kohn talk about a recent parenting win, the seductive attraction of the project-based learning approach used by schools like High Tech High and the uptick in private startups looking to invest in education technology for public schools.

Number of the Week

4 percent: That's the projected proportion of private capital that's expected to be invested in education technology in the next decade. Right now, the number's just .4 percent, so that's a 10-fold increase in the next 10 years.

What’s Working

TEDxKids@ElCajon: Organized by the Cajon Valley Union School District, the annual event helps kids find what's unique and special about them and asks them to present to their community. Students from kindergarten through high school participate and it's become a successful, student-centric event.

]]>36:13noNeighborhood Schools, Do You Stay or Do You Go?Thu, 07 Apr 2016 19:00:00 +000057:20noCommon Core MythsThu, 31 Mar 2016 22:25:10 +0000You might not have any idea what the California State Board of Education does. I didn't.

That is, until we talked to Trish Boyd Williams, a member of the board.

Williams lives in San Diego and has a major role on the board and she explained it to me for the latest episode of Good Schools for All.

It was that board, of course, that is the reason Common Core was adopted in California so we took the opportunity to break down how it's going and how the board determines its standards. My co-host Laura Kohn was screaming at the TV during a recent Republican presidential debate as they went on about Common Core. Take a listen to hear what she says they got wrong.

Williams said it's having a major impact in the state.

"What’s different about the Common Core state standards in English, Language Arts and Math over the previous standards in English and Math is that it shifts the focus. There’s less memorization of isolated facts, and there is more focus on bigger ideas, and on discussion, analysis, arguing from evidence, and critical thinking skills," Williams said.

Williams is also spearheading the adoption of new science standards for schools.

What’s Working:

Devin Vodicka, the Superintendent of the Vista Unified School District, and was named Superintendent of the year by the California Association of School Administrators in 2015. Devon and his team are making thoughtful but ambitious changes in the schooling system. They are working from a “blueprint for educational excellence,” and are creating a very positive impact.

Numbers of the Week:

The achievement gap refers to the difference in educational achievement between different races or demographics. 72% of Asian students read at grade level last Spring, and only 30% of black students did. In 8th grade math, 73% of Asians students met grade level standards, and only 22% of black students did.

That is, until we talked to Trish Boyd Williams, a member of the board.

Williams lives in San Diego and has a major role on the board and she explained it to me for the latest episode of Good Schools for All.

It was that board, of course, that is the reason Common Core was adopted in California so we took the opportunity to break down how it's going and how the board determines its standards. My co-host Laura Kohn was screaming at the TV during a recent Republican presidential debate as they went on about Common Core. Take a listen to hear what she says they got wrong.

Williams said it's having a major impact in the state.

"What’s different about the Common Core state standards in English, Language Arts and Math over the previous standards in English and Math is that it shifts the focus. There’s less memorization of isolated facts, and there is more focus on bigger ideas, and on discussion, analysis, arguing from evidence, and critical thinking skills," Williams said.

Williams is also spearheading the adoption of new science standards for schools.

What’s Working:

Devin Vodicka, the Superintendent of the Vista Unified School District, and was named Superintendent of the year by the California Association of School Administrators in 2015. Devon and his team are making thoughtful but ambitious changes in the schooling system. They are working from a “blueprint for educational excellence,” and are creating a very positive impact.

Numbers of the Week:

The achievement gap refers to the difference in educational achievement between different races or demographics. 72% of Asian students read at grade level last Spring, and only 30% of black students did. In 8th grade math, 73% of Asians students met grade level standards, and only 22% of black students did.

]]>54:44no'Most Likely to Succeed,' the Movie and Filmmaker Challenging Traditional SchoolThu, 24 Mar 2016 18:00:00 +0000I've always sensed a disconnect between school and life. For my own life, I came to understand it as a kind of convergence of lines — school is one of the lines, and if you follow it long enough and well enough, it will eventually converge with life and propel you forward.

In his film "Most Likely to Succeed," Greg Whiteley approaches the disconnect differently. As he tries to demonstrate in the film, the school line not only doesn't converge with the life line but is harmfully off track. Standardized tests and the so-called Prussian Method of education, where each subject — reading, math, social studies and science — is taught separately and aimed at building a base level of knowledge for everyone.

The movie centers on San Diego's High Tech High and its project-based teaching approach.

Whiteley is the filmmaker behind the critically acclaimed documentary "Mitt," an inside look with exclusive access to Mitt Romney's presidential campaign. It turns out Whiteley and his wife and children live in Point Loma, and he dropped by for an interview with Laura Kohn and me for the latest episode of Good Schools for All.

If you enjoy the show, please consider searching for it on iTunes and rating it.

Number of the Week

503,848: That's the number of students enrolled in public school in San Diego County. That’s more students than 20 other states.

What Is Working

Del Lago Academy: A 3-year-old high school in the Escondido district that focuses on biomedical and health sciences for students. They use project- and work-based learning, integrate technology and are a great example of a school system that is delivering innovative and inspiring education for children in a non-traditional way.

Mentioned in the Show

Donate to Voice of San Diego to make this and all our efforts possible.

]]>I've always sensed a disconnect between school and life. For my own life, I came to understand it as a kind of convergence of lines — school is one of the lines, and if you follow it long enough and well enough, it will eventually converge with life and propel you forward.

In his film "Most Likely to Succeed," Greg Whiteley approaches the disconnect differently. As he tries to demonstrate in the film, the school line not only doesn't converge with the life line but is harmfully off track. Standardized tests and the so-called Prussian Method of education, where each subject — reading, math, social studies and science — is taught separately and aimed at building a base level of knowledge for everyone.

The movie centers on San Diego's High Tech High and its project-based teaching approach.

Whiteley is the filmmaker behind the critically acclaimed documentary "Mitt," an inside look with exclusive access to Mitt Romney's presidential campaign. It turns out Whiteley and his wife and children live in Point Loma, and he dropped by for an interview with Laura Kohn and me for the latest episode of Good Schools for All.

If you enjoy the show, please consider searching for it on iTunes and rating it.

Number of the Week

503,848: That's the number of students enrolled in public school in San Diego County. That’s more students than 20 other states.

What Is Working

Del Lago Academy: A 3-year-old high school in the Escondido district that focuses on biomedical and health sciences for students. They use project- and work-based learning, integrate technology and are a great example of a school system that is delivering innovative and inspiring education for children in a non-traditional way.

Donate to Voice of San Diego to make this and all our efforts possible.

]]>56:44no Start from the Beginning: The Early Childhood ChallengeTue, 15 Mar 2016 04:35:20 +0000Studies have shown that the first five years are the time that will define a child’s ability to constantly learn throughout the rest of their life. When children learn a lot and frequently at an early age, it lays down patterns in their brain that will continue to be repeated throughout their life, allowing them to learn more and more. This is why that time of life is so important.

Professor Heckman recently published results that at-risk children who don’t get high quality early childhood experiences are 25% more likely to drop out of school, 40% more likely to become teen parents, and 60% less likely to attend college.

Not only is this time pivotal in a child’s life, but the average cost of education between ages 0-5 is actually nearly the same as the amount spent on a child’s college education. But at that age, parents have had a lot more time to save for the expense, whereas parents of preschool-aged children are often caught off guard by the expense.

San Diego, and California in general, has done a lot to make federal aid available to the lowest income-bracket, but there are significant financial challenges to those upper-low income and middle range families that are looking to give their children the best possible start in the pivotal moment of their lives, and to make sure that there isn’t an achievement gap when children start kindergarten.

Number of the week:

$359: What San Diego County is investing in each zero, one, or two year old child. In contrast, we’re investing over $9,400 in every school age child, 6-12.

What is Working:

Educational enrichment systems: A non-profit provider of preschool and other early childhood programs for 1,100 kids across San Diego County, serving as a network of preschools.

]]>Studies have shown that the first five years are the time that will define a child’s ability to constantly learn throughout the rest of their life. When children learn a lot and frequently at an early age, it lays down patterns in their brain that will continue to be repeated throughout their life, allowing them to learn more and more. This is why that time of life is so important.

Professor Heckman recently published results that at-risk children who don’t get high quality early childhood experiences are 25% more likely to drop out of school, 40% more likely to become teen parents, and 60% less likely to attend college.

Not only is this time pivotal in a child’s life, but the average cost of education between ages 0-5 is actually nearly the same as the amount spent on a child’s college education. But at that age, parents have had a lot more time to save for the expense, whereas parents of preschool-aged children are often caught off guard by the expense.

San Diego, and California in general, has done a lot to make federal aid available to the lowest income-bracket, but there are significant financial challenges to those upper-low income and middle range families that are looking to give their children the best possible start in the pivotal moment of their lives, and to make sure that there isn’t an achievement gap when children start kindergarten.

Number of the week:

$359: What San Diego County is investing in each zero, one, or two year old child. In contrast, we’re investing over $9,400 in every school age child, 6-12.

What is Working:

Educational enrichment systems: A non-profit provider of preschool and other early childhood programs for 1,100 kids across San Diego County, serving as a network of preschools.